This study reports the effect of an educational intervention based on the understanding of emotions and beliefs in students with autism spectrum disorder (ASD). The research was conducted on seven pupils of Primary Education and five of Secondary Education. A unique group, pre-test and post-test, design was employed. To collect information, didactic materials were elaborated. For the assessment of effect of this teaching on the social daily skills, interviews with teachers were administered. The results showed statistically significant differences between levels of understanding of emotions and beliefs before and after the educational intervention and interviews we report positive effects in daily social skills. These results suggest that the process of educational intervention carried out on the basis of the education of the understanding of emotions and beliefs can produce positive effects in the social skills.; En este estudio se muestra el efecto de una intervención educativa basada en la comprensión de emociones y creencias en alumnado con trastornos del espectro autista (TEA). La investigación se realizó con siete alumnos de Educación Primaria y cinco de Educación Secundaria. Se aplicó un diseño de grupo único con pretest-postest donde...

This study reports the effect of an educational intervention based on the understanding of emotions and beliefs in students with autism spectrum disorder (ASD). The research was conducted on seven pupils of Primary Education and five of Secondary Education. A unique group, pre-test and post-test, design was employed. To collect information, didactic materials were elaborated. For the assessment of effect of this teaching on the social daily skills, interviews with teachers were administered. The results showed statistically significant differences between levels of understanding of emotions and beliefs before and after the educational intervention and interviews we report positive effects in daily social skills. These results suggest that the process of educational intervention carried out on the basis of the education of the understanding of emotions and beliefs can produce positive effects in the social skills.; En este estudio se muestra el efecto de una intervención educativa basada en la comprensión de emociones y creencias en alumnado con trastornos del espectro autista (TEA). La investigación se realizó con siete alumnos de Educación Primaria y cinco de Educación Secundaria. Se aplicó un diseño de grupo único con pretest-postest donde...

A partir do material clínico apresentado pela analista de uma menina com TEA, outra analista realiza reflexões centradas na primeira etapa do trabalho, focando-se, principalmente, nas sensações e na relação corpo a corpo. Na medida em que o afeto experienciado, assim como o encontro com o outro e seu desejo, é o que outorga sentido à experiência sensorial, a ferramenta fundamental nessa etapa do trabalho será a utilização da própria percepção e afetividade, colocadas a serviço de captar os mínimos signos e convertê-los em sinais. São analisadas as formas de intervenção e a modalidade interpretativa da analista, que possibilitam experiências novas e fundantes do psiquismo, por meio das quais se vão produzindo movimentos de simbolização.; Some reflections are made by an analyst from the clinical material presented by the analyst for a girl with ASD, focusing on the first stage of treatment, which is centered in sensations and body-to-body interaction. It is the experienced affect and the encounter with the other one and his or her desire what brings meaning to the sensorial experience. The fundamental tool of psychoanalysis in this stage will be the analyst's perception and affect, at the service of perceiving minimal signs and transform them into signals. The author discusses the form of intervention and the interpretative mode of the analyst...